English (ENG 1D)

Course Overview

Course Title: English, Grade 9
Course Code: ENG 1D
Grade: 9
Course Type: Academic
Credit Value: 1.0
Prerequisite: None required
Department: English
Tuition Fee (CAD): $529

The course is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Oral Communications
  • Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
  • Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
  • Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they founds most helpful in oral communication situations

Reading and Literature Studies
  • Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
  • Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
  • Reading With Fluency: use knowledge of words and cueing systems to read fluently;
  • Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Writing
  • Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
  • Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
  • Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Media Studies
  • Understanding Media Texts: demonstrate an understanding of a variety of media texts;
  • Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
  • Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
  • Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Unit Overview

Unit 1: Short Narrative Forms and Voices
The short story unit serves as the introduction to the course, offering you a knowledge and understanding of the elements of narrative. Concepts covered include: plot, and cause and effect narrative; narrative point-of-view; character; setting and symbol; conflict; and theme.You will read and analyse short fiction, engage in thinking and inquiry about the stories, and communicate your thoughts on the tales. Through textual and graphical means, and by adapting the stories into different forms (e.g. changing “first person narrative” to “third person narrative”), construction of narrative will be explored and decoded. Opportunities for whole class, small group, and individual learning are provided, so that by the end of the unit, you will be prepared to communicate your knowledge and apply it to create written and media works.
15 hours
Unit 2: Long Narrative Forms and Voices
You will explore how the short story concepts of setting, conflict, character, plot and theme learned in the first unit are developed in the novel. You will also investigate various websites for research purposes and learn to assess reliable research sites. You will read critically to make inferences and find textual proof to support your opinions. Next you will use your research material in paragraph and essay writing assignments. Opportunities are provided for whole class and pair/share discussion. Finally you will practise the writing process using various graphic organizers and have the opportunity to peer and self-edit written work.
20 hours
Unit 3: Poetry
This unit involves the study of a variety of forms of poetry, as well as their historical origins. You will examine the technical components of poetry, including structure, form, poetic devices, and ‘poetic voice’. You will also study the art of storytelling through ancient ballads, found poetry, modern free verse, and the sonnet. You will have the opportunity to study and practice creating each type. Next you will publish your work and share it with your teacher and peers for diagnostic, formative, and summative assessment. Exemplars are provided for each activity with step-by-step instructions. You will also create visual media to accompany your work. The visual component is designed to both assist you in the writing process, and to give deeper meaning to your textual work. You will also reflect on the writing process through journal entries.
25 hours
Unit 4: Drama
You will learn about demographics, the This unit involves a study of Shakespeare’s play Romeo and Juliet. You will research William Shakespeare: The Man and His times to discover how an author is influenced by the world in which he/she lives. The structure of the play, as well as the language, will be examined. You will become familiar with the various styles of writing Shakespeare incorporated into this play, including the soliloquy and the sonnet. Elements of Romeo and Juliet, including the characters, theme, and plot, will be studied to see how they are interwoven and how they impact each other. In the culminating activity, you will write a news report based on an event from the play. Opportunities for whole class, small group, and individual learning are provided, as well as many opportunities to engage in various writing activities.
20 hours
Unit 5: Informational Forms
In this unit you will gain familiarity with the form of Informational Text. Through the close study of popular news and free email websites, you will discover patterns in the packaging of information. You will also become familiar with editorials, editorial cartoons, and news reports as forms of informational text. You will examine the role that the audience, purpose, proposition, tone, and evidence plays in the development of an editorial.
25 hours
Unit 6: Culminating Activity
ou will study, analyse, and practise formatting a news media project. You will investigate and analyse print and televised news forms, and report your findings. You will also brainstorm a list of news headlines which can be adapted to both newspaper and televised newscast. Next you will share these headlines in a whole class discussion. Having completed your research, you will be equipped to select your news format and text for the culminating activity. Finally, you will use your knowledge and skills to create a media project (newspaper or newscast) which synthesizes your knowledge of one of the major course works with your understanding of the role of the media in your life.
15 hours
Total Hours110 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 


For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones